陈隋时代《文选》学中心在江南的形成及其北移

隋时,第一位从事《文选》著述的萧该,实有六朝时期重视家学的渊源,但因北魏孝文帝以来文学土壤仍旧较为贫瘠,一时间并未在北方形成《文选》学的兴盛。但此际的江南,特别是江都,因本身特殊的地理位置,以及晋王也即后来的炀帝杨广十多年的重视和积极营造,形成了一个在帝京建业凋零、残破之后迅速崛起的经济、文化中心,由此蕴育出了一个以曹宪为核心《文选》学中心。但好景不长,江淮间《文选》学的繁盛并没有持续很长的时间,这些《选》学名家至少在武后初期就已聚散,流寓、充实到北方的以长安、洛阳为中心的学术圈。以李善为界碑,北方郑、汴间的《文选》学已开始兴盛,因毗邻帝京,人文荟萃,而表现出了强劲的发展势头,甚至在初唐,《文选》就已得到了知识界高层的认同。     

新疆维吾尔族大学生学习风格偏好调查与分析

不同的文化背景的语言学习者有不同的学习风格,这种倾向会在同一种族群体内部或文化中世代沿袭。文章对新疆维吾尔族大学生的学习风格展开了调查研究,发现其学习风格偏好呈多样性的分布模式。整体上,新疆维吾尔族大学生的学习风格更倾向于独立型、实践型、随意型、系统型和群体型。新维吾尔族大学生的学习风格偏好既有其民族特征,又受中华传统文化的影响。     

Learning in the Allais paradox

Whereas both the Allais paradox, the first empirical challenge of the classical rationality assumptions, and learning have been the focus of many experimental investigations, no experimental study exists today into learning in the pure context of the Allais paradox. This paper presents such a study. We find that choices converge to expected utility maximization if subjects are given the opportunity to learn by both thought and experience, but less so when they learn by thought only. To the extent that genuine preferences should be measured with proper learning and incentives, our study gives the first pure demonstration that irrationalities such as in the Allais paradox are less pronounced than often thought. Paul Anand and Stefan Trautmann made helpful comments.     

韩国儒家伦理的特点

本文大量的文献材料分析归纳 ,指出韩国儒家伦理的三大特点 :儒学内化为民族习惯、性理学的理论创造、实学的务实风格。具体说明了不同特点的形成情况、表现、发展前景。强调今天韩国的伦理 ,力图保持优秀儒家传统与现代文明的统一。     

论平教会在民国时期乡村建设中的作用

20世纪二三十年代,面对中国乡村严重的危机,首先由民间力量发起了一场以救济乡村为直接目标的乡村建设运动,在政府和社会各界的关注与支持下,这一建设过程一直持续到抗战时期,平教会在这个建设过程中发挥了一定的积极作用。将平教会放到整个民国时期的乡村建设中进行考察,可以探析其在乡村建设过程中利用各种有利的社会条件,充分发挥自身优势,对实验区、乡村建设运动和南京民国政府等方面起到了桥梁、示范、推动和辅助的作用。但在半殖民地、半封建的社会里,平教会是无法实现其参与乡村建设最终目的的。     

The impact of learning opportunities and decision authority on occupational health

In an investigation of 418 employees in the Norwegian Postal Service, employees with high learning opportunities and high decision authority were found to be better off on psychological functioning, health and organizational outcome variables than employees with low scores on these variables. Decision authority and learning opportunities had specific and independent impact on subjective health, psychological functioning, coping style and organizational outcome variables. There were, however, also interaction effects between demands, learning opportunities, and decision authority on subjective health. Learning opportunities and decision authority were operationalized with a questionnaire, supplemented with questions on the opportunities to learn skills beyond the present job situation. It is suggested that this is a particularly important dimension for coping with the present day rapid changes in working life, where the objective for many workers will be to broaden their repertoire and competence to increase their flexibility in the labour market.     

重视健康教育 改革体育教学

加强高校大学生健康教育,必须加强体育课程建设,提高教师健康教育素质,建立大学生体质监控机制,实施大学生素质教育.     

司马迁心目中的理想男性观——以《史记》中项羽、刘邦人物形象为例

以项羽、刘邦这对人物形象为例，分析了司马迁心目中理想男性形象的性格特征，并考察了司马迁描写这些历史人物叙事过程中的理想愿望与现实当中的种种不足，进而分析出司马迁对这种困境或困惑的处理方式：“一手两笔”，体现出其塑造人物手法的高超。     

Editorial

Social work students' responses to research tend to reflect their anxiety about the acquisition of competency in statistics and research methods. Their desires to attain social work education and subsequently become practitioners are viewed by them as at odds with research as taught. Yet, within the current quantocentric culture—which the authors define as one in which quantitative research methods are privileged over other lines of inquiry—social work education is increasingly emphasizing research as a central component of practice. Using a ‘culture as disability’ framework to understand quantocentric culture and its impact on the educational environment, we suggest an educational approach designed to interest students in a broad view of research allowing for the wholehearted inclusion of non‐quantitative and practice‐related facets of research. The approach encourages students to: (a) fully articulate their perceptions of research, both positive and negative; (b) link these views and experiences to the anti‐oppressive social work literature and to examine research methods from the perspective of quantocentrism; and (c) develop an inclusive typology of research that integrates qualitative approaches encompassing historical, philosophical, narrative and other avenues that are relevant to their future social work practice careers.     

Notes on contributors

Ethics is a central area for professional education in social work. The main educational strategies for the ethics component in social work programmes are often a combination of explicit attention to principles and implicit grounding in practice examples (such as ‘case study’ vignettes). These approaches equip students to recognise and respond to the complexities of ethics in practice. However, they may also encourage students to understand ethics as ‘rules of conduct’, in which there are ‘correct answers’ that can be learned and applied. This paper advances the view that it is more helpful to consider ethics as a ‘framework for thinking’ about the means/ends relationship in practice. It is argued that, as a consequence, the goal of ethics education should be to enable student social workers to grasp the inherently moral nature of practice and the ambiguities that follow from this. Such a position points to the paradox of social work education, that it involves teaching about things that cannot ‘exist’ separately from their being created in action. To explore this paradox in teaching ethics, the paper considers inductive approaches in learning as a way of responding to the ambiguities that are inherent not only in the subject but also in the experience of professional education.